Peer-Reviewed Publication
BMC Med Educ2026June 10, 2026Journal Article
Unveiling disparities: exploring the gender gap in digital literacy among faculty in a higher educational medical institute (DIGI-GAP), a mixed-methods study.
Akanksha Pal Singh1,2, Ravneet Kaur3, Rashmi Ramachandran4,5, Margaret Bearman6, Abhishek Nagarajappa7, Simran Kaur8, Ambuj Roy1,2
1Department of Cardiology, All India Institute of Medical Sciences, New Delhi, India.
2S.E.T (Skills, E-learning & Telemedicine) Facility, All India Institute of Medical Sciences, New Delhi, India.
3Centre for Community Medicine, All India Institute of Medical Sciences, New Delhi, India.
4Department of Anesthesiology, Pain Medicine, and Critical Care, All India Institute of Medical Sciences, New Delhi, India. rashmiramachandran1@aiims.edu.
5S.E.T (Skills, E-learning & Telemedicine) Facility, All India Institute of Medical Sciences, New Delhi, India. rashmiramachandran1@aiims.edu.
6Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia.
7Department of Anesthesiology, Pain Medicine, and Critical Care, All India Institute of Medical Sciences, New Delhi, India.
8Department of Physiology, All India Institute of Medical Sciences, New Delhi, India.
Abstract
BACKGROUND: Digital literacy is increasingly integral to medical education, yet gender disparities may affect faculty engagement. This exploratory study examined gender-based differences in digital literacy among non-clinical faculty at a premier Indian medical institution, aiming to identify disparities and inform targeted interventions.
METHODS: A mixed-methods exploratory design was employed,…
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